Assessing and Critical Thinking

Promoting and Assessing
Critical
Topic Outline
•Introduction
•Defining Critical Thinking
•Critical Thinking vs. Other Concepts
•Ways that Inhibit Critical Thinking
•Strategies that Enhance Critical Thinking
•Assessing Critical Thinking
•Conclusion
Define critical thinking.
Know whether it is discipline
specific or a “generic” skill.
Know how to develop critical
thinking.
Learn how to enhance it via
learning experiences.
Know different approaches in
measuring critical thinking.
PROMOTING AND ASSESSING Critical Thinking
Introduction
a)Draw upon one’s knowledge base
in nursing & related sciences
b)Perform a myriad of psychomotor
skills
c)Interact effectively with individuals
and groups
Additional Abilities that
Nurses Need
•Work collaboratively with an
interdisciplinary team
•Provide evidence to support one’s
actions
•Draw reasoned conclusions
•Document clearly and comprehensively
Nurses Need
•Provide leadership that leads to positive
change
•Be unwilling to merely accept the status
quo or tradition
•Be creative
•Connect ideas in unique ways
Nurses Need
•Engage in dialogue with individuals and
groups
•Communicate effectively
•Manage conflicting information
•Have a questioning mind
Nurses Need
•Make decisions despite gaps in
information and knowledge
•Have a “spirit of inquiry”
•Contribute to nursing science
development
•Be reflective and contemplative
Nurses Need
•Be open to new perspectives,
interpretations, and alternatives
•Think critically
One of the bodies that accredit nursing
education programs which requires
critical thinking be an outcome of
nursing education programs and that
faculty document the student’s ability in
this area.
definition
A. Dressel and Mayhew (1954)
“Ability to define a problem, select
pertinent information needed to solve the
problem, recognize stated and unstated
assumptions, formulate or select relevant
and promising hypotheses, draw valid
conclusions, and judge the validity of
inferences.”
definition
B. Watson and Glacer (1964)
“A composite of attitudes of inquiry;
knowledge of the nature of valid
inferences, abstractions, and
generalizations; and skills in employing
and applying these attitudes and
knowledge.”
a) Involves one’s frame of mind or
attitude
b) It is a perspective through which
one views all situations; not
merely a “collection” of skills
definition
C. Sandra DeYoung (1995)
“Critical thinking is using the powers of the
mind to view the world and to act in a
discerning way. It includes having a
questioning attitude, examining underlying
assumptions, and considering the validity of
alternative solutions in order to make
reasoned judgments that are sensitive to
context.”
definition
D. Fairfield University
Critical thinking is a way of interacting with
the world that is reflective, open and
generative.
“Interacting with the
world”
•Engaging with ideas and people
•Being curious
•Appreciating contextual influences
•Being broad, not narrow
“Interacting with the
world”
•Being aware of one’s own values
•Being involved
•Tolerates ambiguity & uncertainty
•No tunnel vision
“Reflective”
•Sound knowledge base

•Examining the whole
•Being thoughtful
•Examining assumptions
“Reflective”
•Being insightful
•Drawing well-founded conclusions
•Continuously looking at and
investigating ideas & perspectives
“Open”
•Flexible and open to new ideas

•Considers alternatives
•Creative
•Having intellectual curiosity
“Open”
•Continually rethinking issues,

perspectives, points of view
“Generative”
•Creating new ideas

•Proposing alternatives
•Willing to grow and to take risks
•Initiates change
Analysis of
Other definitions
a) A critical thinking is nonbiased,
reasoned and truth oriented
b)Critical thinking involves making
judgments
c)Thinking is critical if it holds up to
certain evaluative criteria
Analysis of
Other definitions
d) Critical thinking is tied to a belief
of action
e) Critical thinking is a “spirit”, an
attitude, or an inclination to think
about one’s thinking
Richard Paul (1993)
“Aspects of
Critical
Thinking”
Summarized the concept of critical
thinking by identifying a number of
aspects of it.
Richard Paul
“Intellectual
Standards for
Disciplining the
Mind”
Criteria to judge whether a person’s

thinking is critical.
Richard Paul
“Intellectual
Standards for
Disciplining the
Mind”
“Critical” thinking is precise, deep,

logical, relevant, accurate & significant.
Critical thinking
• Identify and evaluate our
assumptions
• Consider multiple perspectives
• Articulate a point of view
• Make decisions and
commitments
Critical thinking
• Consider the consequences of
our decisions
• Justify our beliefs and actions
• Willing to modify our beliefs
and actions
definition
E. Ennis, Facione, Hager, Norris, etc.
“Critical thinking skills are generic,
there is nothing different between
critical thinking in one situation and
critical thinking in another situation.”
definition
F. Barrow, McPeck
“Knowledge of a subject is a
necessary condition for critical
thinking in an area. There are
different skills for different
circumstances. Knowledge is a
necessary condition for critical
thinking and critical thinking is subject
specific.”
definition
F. Barrow, McPeck
G. National League of Nursing
“Critical thinking in nursing practice is
a discipline specific, reflective
reasoning process that guides a nurse
in generating, implementing, and
evaluating approaches for dealing
with client care and professional
concerns.”
“We don’t have to make human
beings smart. They are born smart. All
we have to do is to stop doing things
that make them stupid.”
What Inhibits it?
1. Students only learn if they hear it from us.
SITUATION
•Lectures are structured in a way where
students have no questions to ask
RESULT
•Students do not have to “struggle” to
comprehend the material
SITUATION
•Complicated materials are structured in
an organized manner
RESULT
•Students think clinical situations are not
as complex as they may seem
What Inhibits it?
2. Expectation of perfection & reinforcement
of status quo
SITUATION
•Faculty assumes students do not know
how to problem solve or think critically
RESULT
•Students end up being spoon-fed and
not thinking independently how to solve
a problem
SITUATION
•“Mistakes are bad, costly and avoided”
RESULT
•Students are discouraged from taking
their first steps from which they could
learn a lot in case they get it wrong the
first time
SITUATION
•“There is single best way to solve a
problem”
RESULT
•Learning becomes too objective for the
students and they are discouraged to
explore some options
SITUATION
•“Certainty is good, faculty know best”
RESULT
•Diminishes student’s confidence in the
way they think and decreases the value
of the options they think of when they
problem solve
What Inhibits it?
of status quo
3. Desire to finish the coverage
SITUATION
•Lecture format is used more often than
it should
RESULT
•Reduces the students to “little more
than background”
SITUATION
•Not overcoming the “addiction to
coverage”
RESULT
•The professor who dictates, the
students who reiterate, the talking
teacher and the quiet student
SITUATION
•Teachers cram facts and information to
learners
RESULT
•Students do not have enough time to
truly understand what they are learning
What Inhibits it?
of status quo
4. Structure of nursing curricula
SITUATION
•Course is preselected; sequencing is
scripted
RESULT
•Students fail to think why they enrol the
courses and to make choices from
among alternatives
What Inhibits it?
of status quo
5. Assignments given to students
SITUATION
•Question with low level of complexity
and assignments with precise guidelines
RESULT
•Learners do not have to think
What Inhibits it?
of status quo
6. Manner of clinical teaching
SITUATION
•Preceptors always take responsibility of
making the students’ assignments
RESULT
•Learners are not challenged to think
Inhibiting Critical Thinking
Advantages Disadvantages
• Takes the messiness out • Critical thinking is not

of it promoted
• No questions for • False impression that
students to ask clinical situations are
• Saves time not as complex or
difficult as they are
What Inhibits it?
of status quo
6. Manner of clinical teaching
Vs. other concepts
1. Problem solving
Problem Solving
•Uses knowledge and experience
to address an immediate problem
Vs Critical Thinking
Problem Solving
•A correct answer exists; only
limited approaches will work
Problem Solving
•Long term perspective is not
necessarily taken
•Reasoning about “open-ended”
and ill-structured problems
Problem Solving
•Long term perspective is not
necessarily taken
•On contrary, it operates all the
time
Vs. other concepts
1. Problem solving
2. Scientific method
Scientific Method
•Linear, objective approach in
problem solving
Scientific Method
•One is expected to minimize
bias and involvement in the
situation
•Reflective, involves “personal
investment”, nonlinear
Scientific Method
•One is expected to minimize
bias and involvement in the
situation
•It does not focus on solving a
problem or answering a question
Vs. other concepts
1. Problem solving
3. Nursing process
Nursing Process
•A systematic linear approach
Nursing Process
•Includes assessing situations,
outlining plans, taking action, &
evaluating results
•No “steps” to follow, not linear,
not specific to clinical situation,
does not need an action
Vs. other concepts
1. Problem solving
3. Nursing process
4. Cognitive development
Cognitive Development
•How individuals reason and view
knowledge
•How they manage diversity of
opinion and conflicting points of
view
•How individuals relate to the
authorities as they come to know
and understand
•Not focused on the nature of
knowledge and relationships
with the authority
•How individuals relate to the
authorities as they come to know
and understand
•A narrower concept
Vs. other concepts
1. Problem solving
3. Nursing process
5. Creativity
Creativity
•Imagination & spontaneity;
artistic & free; original; intuitive;
results to a novel product
•Logical, analytical & judgmental;
no finished product (at first);
evaluates the product’s worth
Vs. other concepts
1. Problem solving
3. Nursing process
5. Creativity
•Teachers and learners alike view learning as a
shared responsibility. It is the educator’s
responsibility to create an environment that
supports this concept.
•Teachers become mentors and facilitators.
•They “push” and challenge learners while
supporting them.
•Egalitarian and democratic environment –
learners feel empowered and share in the
control of their learning process.
•Doing less lecturing.
Enhancing it
1. Discussion
Discussion
•Lecture should be limited to a small

percentage of the class time
•That means:
depth of understanding > breadth of content
•Only the most significant concepts are
addressed
•From straight lecture to lecture w/
comments and questions
Discussion
•The teacher role models critical

thinking
•Answers the question only when the
students are unable to do so
•A more effective strategy is when
students think through the question
they ask
Discussion
•Using this as a learning strategy is

unpredictable
•It may turn the classroom in to “a
relatively chaotic affair” but it is a
“controlled chaos”
•Some answers of the students need to
be corrected
•Teachers give up control so students
discover flaws in their thinking
Discussion
•Discussion actively holds the student’s

thoughts more than lecture does
•Irrelevant and passive thoughts occur
more frequently with lecture
•Discussion can be most effective in
promoting student’s critical thinking
Enhancing it
1. Discussion
2. Text Interaction
Text
Interaction
•Think critically about what they are

reading & comparing it with other things
they have read or experienced
•Interact with the readings prior to class
Text
Interaction
•Raise questions about what is presented

•Note assumptions that are being made
•Point out conflicting information
•Recognizing unsupported conclusions
•Note questions unanswered by the text
Text
Interaction
•Text interaction helps students think

about what they are reading
•Students eventually develop a
questioning attitude or a spirit of inquiry
Enhancing it
1. Discussion
2. Text Interaction
3. Asking Effective Questions
Effective
Questioning
•Asking factual questions
•Asking questions with many
answers
•Neither of these two methods
of questioning stimulates the
student’s use of critical
thinking
•Questions should be one
notch higher
Effective
Questioning
•Questions with reasoned
responses
•Questions that help student
to explore and understand
various points of view
Effective
Questioning
•Probe thinking or clarity
•Hold individuals accountable
of their thinking
•Questions that move learners
from mere enactment of the
nursing role to the
internalization of questions
they need to ask themselves
ocratic Questioning
1. Socratic Questioning
•All thoughts are treated as if
they are in need of further
development no matter how
reflective they may be.
•Comments and questions are
questioned back
•Seek to understand the
ultimate foundation of what is
said
•Conceptual Clarification Questions
•Get them to think more

about what exactly they are
asking or thinking about.
•Prove the concepts behind
their argument.
•Basic 'tell me more' questions
that get them to go deeper.
Sample Questions
•Why are you saying that?
•What exactly does this mean?
•What is the nature of ...?
•Can you give me an example?
•Are you saying ... or ... ?
•Can you rephrase that, please?
•How does this relate to what we
have been talking about?
•What do we already know about
this?
•Probing Assumptions
•Makes them think about the

presuppositions and
unquestioned beliefs on which
they are founding their
argument.
•This shakes the bed rock!
Sample Questions
•What else could we assume?
•You seem to be assuming ... ?
•Please explain why/how ... ?
•What would happen if ... ?
•Do you agree or disagree with ... ?
• How did you choose those
assumptions?
•How can you verify or disprove that
assumption?
•Probing Rationale, Reasons &
Evidences
•When they give a rationale
for their arguments, dig into
that reasoning rather than
assuming it is a given.
•People often use un-thought-
through or weakly understood
supports for their arguments.
Sample Questions
•Why is that happening?
•How do you know this?
•Can you give me an example of that?
•What do you think causes it?
•Are these reasons good enough?
•How might it be refuted?
•How can I be sure of what you are
saying?
•On what authority are you basing
your argument?
•Why? (keep asking it -- you'll never
get past a few times)
•Questioning Viewpoints &
Perspectives
•Most arguments are given
from a particular position. So
attack the position. Show that
there are other, equally valid,
viewpoints.
Sample Questions
•Another way of looking at this is ...,
does this seem reasonable?
•How could you look another way at
this?
•Why it is ... necessary?
•Who benefits from this?
•What is the difference between...
and...?
•Why is it better than ...?
•What are the strengths and
weaknesses of...?
•What if you compared ... and ... ?
What would ... say about it?
•Probe Implications &
Consequences
•The argument that they give
may have logical implications
that can be forecast. Do these
make sense? Are they
desirable?
Sample Questions
•Then what would happen?
•What are the consequences of that
assumption?
•What are the implications of ... ?
•How does ... affect ... ?
•How does ... fit with what we
learned before?
•Why is ... important?
•What is the best ... ? Why?
•Questions about the Question
•And you can also get reflexive

about the whole thing, turning
the question in on itself.
•Use their attack against
themselves.
•Bounce the ball back into
their court.
Sample Questions
•What was the point of asking that
question?
•Why do you think I asked this
question?
•What does that mean?
Six Types of Socratic
Questions
1. Conceptual Clarification Questions
2. Probing Assumptions
3. Probing Rationale, Reason, Evidence
4. Questioning Viewpoints &
Perspectives
5. Probe Implications & Consequences
6. Questions about the Question
Structured Controversy
II. Structured
Controversy
•Controversy is purposely
produced
•Learners argue for and against
and issue
•Much like debate, but there is a
second round
II. Structured
Controversy
•They use reasoned judgment, not
just factual knowledge
•Explore various issues facing the
nursing profession
•Examination of patient care
situation
Enhancing it
1. Discussion
2. Text Interaction
4. Problem-Based Learning
Problem-Based
Learning
•Students attempt to manage problems
much like those that are found in
clinical setting
•Students are compelled to learn
medications or pathophysiology
Problem-Based
Learning
•Can be used as a teaching/learning
strategy for a course or the entire
curriculum
•Students will learn in different speeds,
sequences, learning circumstances
Enhancing it
1. Discussion
2. Text Interaction
5. Concept Mapping
Concept
Mapping
•Assist learners to “see” their
own thinking and reasoning
•They develop relationships
among factors, note causes and
effects, identify predisposing
factors, & formulate expected
outcomes
Concept
Mapping
•Require students to draw on
an extensive knowledge
•Examine assumptions made
about the concepts or the
relationships among them
•Think carefully about how “all
the concepts fit together”
Enhancing it
1. Discussion
2. Text Interaction
5. Concept Mapping
6. Other Strategies
Other
Strategies
•Case Studies
Case Studies
•Provide an open-ended problem that has

more than one desirable outcome
•Learners judge the advantages and
disadvantages of various options, compare
alternative solutions, justify choice of actions
•Based on an in-depth investigation of a single
individual, group, or event
Case Studies
•Longitudinal examination including a

systematic way of looking at events, collecting
data, analyzing information, and reporting the
results
•Help learners see more than one perspective
and often points out assumptions in the face
on incomplete information
Other
Strategies
•Case Studies
•Collaborative Learning
Collaborative Learning
•Knowledge can be created where members

actively interact by sharing experiences
•Rooted in the social nature of learning
•Provides opportunities to complete
assignments
•Can be structured in an unlimited way
•Learners solve problems, critique each

other’s work, learn from each other
•Each individual depends on and is
accountable to each other
Dyad Testing (Vinten & Ellet, 2001)

•Pair of learns work together and respond to
test questions
•Both think about the worth of each answer
option, argue why they may be right or wrong,
and help each other in decision-making
Examples
•Collaborative writing
•Group projects
•Joint problem solving
•Debates
•Study teams
Other
Strategies
•Case Studies
•One-Minute Papers
One-Minute Papers
•One of the easiest and most enjoyable ways

to think critically on a continuous basis
•At the start of each session, a single sheet of
paper with statements are given
The most important thing I learned in class today

was…
Summarize two conflicting points of view about…
How clear was today’s lecture for you?
One-Minute Papers
•The participants are asked to respond to each

statement before the sessions ends and to
submit them before leaving
•Feedback by the teacher should clarify areas
of confusion, answer questions, and comment
on the quality of responses
One-Minute Papers
•For the teacher, this helps ascertain students’

understanding of a particular class or getting a
sense of how students would rate the course
•This will help learners think about their
thinking, ability to listen and understand,
ability to process what they are hearing
Other
Strategies
•Case Studies
•Microthemes
Microthemes
•An example of writing-to-learn strategies

•One- to two-page written analyses or
thought papers about controversial topics
•Involve rigorous writing in restricted space
•Related to the course, repeated regularly,
even on a weekly basis
Microthemes
•Initially, teacher critiques the thinking and

arguments, but as time goes, learners follow
the example set made by the teacher and
critique their own or each other’s papers
using preestablished standards of critical
thinking
Microthemes
•Learners not only formulate positions on

issues, but are challenged to evaluate the
quality and soundness of thinking
•Can effectively enhance critical thinking
Other
Strategies
•Case Studies
•Microthemes
•Journals
Journals
•Excellent way to help learners reflect on their

experiences, values, actions, and interactions
with others
•Narrative form encourages to fuse concepts
learned with personal experiences
•Offers a safe way to express oneself
Journals
•To be effective, feedback from the teacher is

critical
•Feedback must be thoughtful, reflective,
nonjudgmental, focused, and extensive, as a
way to role model critical thinking
Other
Strategies
•Case Studies
•Microthemes
•Journals
•Self-Assessment/Evaluation
Self Evaluation
•More than mere completion of forms

•Help students to critique their own work, and
form judgments about its strengths and
weaknesses
Self Evaluation
•May mean harm to a person’s self-concept

through realizing that they have not achieved
as highly as they may like, but in the long run,
they would want to work harder in order to
achieve greater things in the future
Self Evaluation
•Prompt people to seek information to

confirm their uncertain self-concept and use
that to enhance their certainty of their own
self-knowledge
•Usually associated with self-enhancement
Self Evaluation
•Learners are given guidance how to complete

the form
•Helpful feedback and thoughtfulness of the
assessment is given
•Completed periodically throughout an
experience (e.g. clinical rotation)
Examples
•Asking learners to identify 5 strengths &

weaknesses impacting their learning
•Asking them to discuss their growth from one
point to the next
•Asking them to reflect on the quality of
thinking displayed in their practice
Other
Strategies
•Case Studies
•Microthemes
•Journals
•Others
Portfolios
•Used to plan, organize and document

education, work samples and skills
•Tracks personal development
•More in-depth than a resume
Imagery
•In literature, refers to descriptive language

that evokes sensory experience
•May be visual, auditory, olfactory, gustatory,
tactile imagery
•Example:
The crimson liquid spilled from the neck
of the white dove.
May also refer to art photography,
and mental imagery
Concept Analysis/Clarification
•Explaining the definition and boundaries

formed for the concept
•Give examples and analogies
Other
Strategies
•Case Studies
•One Minute Papers
•Microthemes
•Journals
•Others
Enhancing it
1. Discussion
2. Text Interaction
5. Concept Mapping
6. Other Strategies
7. Positive Learning Environment
Positive Learning
Environment
Educators need to create a
positive learning
environment for students to
feel safe, respected, and
supported to engage in
experiences that may make
them uncomfortable.
A POSITIVE LEARNING
ENVIRONMENT
•Affirms learners’ self-worth
•Shows support for their
efforts
•Reflects and mirrors their
ideas
•Encourages interactions
between and among learners
AN ENVIRONMENT
WHERE
•People listen attentively to
one another
•Opportunities are created for
interaction
•Learners feel safe to share
ideas and take risks
Students need a place where
they can “follow their own
wrong path” with confidence.
WHAT A TEACHER DOES
TO IMPOSE A POSITIVE
•Uses silence to encourage
LEARNING
reflection
ENVIRONMENT
•Introduces controversy and
then helps learners how to
manage it
•Does not suggest his way of
thinking is the only way or
one right way; it is an only
one approach
WHAT A TEACHER DOES
•Must be able to say “I don’t
LEARNING
know”
ENVIRONMENT
•Must be able to not need to
be on “center stage”
•Gradually minimizes support
and maximizes strategies that
are challenging
WHAT A TEACHER DOES
•Provides with support in the
LEARNING
form of structure, guidance,
ENVIRONMENT
concrete examples,
opportunities for direct
experiences, a high degree of
personalism, congruence, and
the use of many senses
Teachers must model how to
take risks, convey
organization and
competence, minimize the
pain of making a mistake, and
provide risk-taking
opportunities.
They must balance challenge
and support to encourage
critical thinking.
Learners are challenged by
freedom to choose, flexibility,
self-direction, abstract thinking,
reflective thinking, independent
functioning, peer collaboration,
diverse perspectives and values,
conflicting information,
vagueness, and uncertainty.
Enhancing it
1. Discussion
2. Text Interaction
5. Concept Mapping
6. Other Strategies
7. Positive Learning Environment
assessment
1. Watson-Glacer Critical Thinking Appraisal
2. California Critical Thinking Skills Test
3. California Critical Thinking Dispositions
Inventory
4. Learning Environment Preference
5. Critical Thinking in Clinical Nursing
Practice/RN Test
6. Non-Standardized Tests
Watson-Glacer Thinking
Appraisal (WGCTA)
Critical thinking is composite of
attitude, knowledge and skills.
Appraisal (WGCTA)
An 80-item test available in
Forms A & B
Reliability between .69 & .85.
Appraisal (WGCTA)
Scores are reported in five
specific skill areas.
Inference, recognition of
assumptions, deduction,
interpretation, & evaluation of
arguments
Appraisal (WGCTA)
The test is discipline neutral.
assessment
California Critical
Thinking Skills Test
Measures critical thinking skills
in relation to short problem
statements and scenarios.
California Critical
A 34-item multiple-choice
format test, in Forms A & B.
Reliability of .70 to .71
California Critical
Skill areas measured are analysis,
evaluation, inference, deductive
reasoning, inductive reasoning,
self-regulation.
California Critical
It is also discipline neutral.
assessment
Inventory
California Critical Thinking
Dispositions Inventory
It measures critical thinking
tendencies in relation to Likert-
type attitudinal prompts.
A 75-item instrument with a
reliability of .90
In addition to an overall score,
individuals receive a score in
each of the elements used to
define critical thinking
dispositions.
These are: Truth-seeking,
open-mindedness, analyticity,
systematicity, critical thinking
self-confidence,
inquisitiveness, cognitive
maturity.
assessment
Inventory
Learning Environment
Preference
Less commonly used test
Based on Perry’s scheme of
cognitive/intellectual
development and is intended
to measure that broader
concept.
Learning Environment
Preference
Measures the five domains related
to epistemology and approaches to
learning: view of learning, role of
the instructor, role of the student
& his peers, the classroom
atmosphere and activities, the role
of evaluation in learning.
assessment
Inventory
Practice/RN Test
Critical Thinking in Clinical
Nursing Practice/RN Test
Specifically designed for
nursing, published by NLN.
A 120-item test with a
reported liability of .88
Reflects the 21 critical thinking
behaviours that relate to the
broad critical thinking skills of
interpretation, analysis,
evaluation, inferences, &
explanation.
Also reflects the nursing
process and nine areas of
nursing content.
assessment
Inventory
Practice/RN Test
Concept Maps
Criteria for
•Hierarchical organization of
Evaluation
concepts within the map
•Appropriateness and validity of
relationships among concepts
•Number and significance of
connections made
•Completeness of information
included in the map
Identified Indicators
Observed
Behaviours
•Admits bias and inclination
•Shows tolerance for different
viewpoints
•Identifies relationships
•Suspends or revises judgment as
indicated by new or complete data
What one actually does – not merely
what one says or what score one
receives on a cognitive test – is the
true measure of one’s abilities, values,
and so on, including one’s critical
thinking skills.
The Portfolio
Includes
•Papers
•Journals
•Teaching Plans
•Other items that
document growth in
thinking
assessment
Inventory
Practice/RN Test
conclusion
Promoting critical thinking skills is not a goal
that can be accomplished in one course or
in one learning experience, or through the
efforts of a single teacher.
conclusion
Efforts in helping learners grow in their critical
thinking abilities must be integrated
throughout an entire program or
experience; focus should be on continual
growth, not on perfection.
conclusion
Educators should become facilitators of
learning.
conclusion
“It is difficult perhaps impossible for learners
to develop critical thinking when the
educator is doing all the thinking.” (Kurfiss,
1989)
conclusion
Learners whose educational experience
focuses on helping them develop critical
thinking will:
1. participate more in class;
2. be more willing to discuss mistakes;
3. take responsibility for themselves and their
continued learning;
4. collaborate more effectively with peers & faculty;
5. have fewer prejudices.

Assessing and Critical Thinking

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Assessing and Critical Thinking

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Promoting and Assessing

•Sound knowledge base

•Flexible and open to new ideas

•Continually rethinking issues,

•Creating new ideas

Criteria to judge whether a person’s

“Critical” thinking is precise, deep,

• Takes the messiness out • Critical thinking is not

•Lecture should be limited to a small

•The teacher role models critical

•Using this as a learning strategy is

•Discussion actively holds the student’s

•Think critically about what they are

•Raise questions about what is presented

•Text interaction helps students think

•Get them to think more

•Makes them think about the

•And you can also get reflexive

•Provide an open-ended problem that has

•Longitudinal examination including a

•Knowledge can be created where members

•Learners solve problems, critique each

Dyad Testing (Vinten & Ellet, 2001)

•One of the easiest and most enjoyable ways

The most important thing I learned in class today

•The participants are asked to respond to each

•For the teacher, this helps ascertain students’

•An example of writing-to-learn strategies

•Initially, teacher critiques the thinking and

•Learners not only formulate positions on

•Excellent way to help learners reflect on their

•To be effective, feedback from the teacher is

•More than mere completion of forms

•May mean harm to a person’s self-concept

•Prompt people to seek information to

•Learners are given guidance how to complete

•Asking learners to identify 5 strengths &

•Used to plan, organize and document

•In literature, refers to descriptive language

•Explaining the definition and boundaries

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